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Since the promulgation of the first school education regulations in the early 20th century, Chinese school aesthetic education has gone through its first century of history. Six stages of development have been formed in this century of vicissitudes, namely, the budding period, the starting period, the salvation movement period, the tortuous development period, the reconstruction period, and the modernization period of the new era. From a historical point of view, we can sort out and analyze the policies of school aesthetic education, and we can learn that Chinese school aesthetic education has always insisted on the direction of building socialism with Chinese characteristics, guided by the principles of Marxist aesthetics and the achievements of specific Chinese practice as the methodology, adhered to the direction of cultural development of socialism with Chinese characteristics, and aimed at cultivating qualified builders and successors for the comprehensive development of socialism with Chinese characteristics. Aesthetic education in Chinese schools places a prominent place on “establishing, cultivating and clarifying morality”, emphasizes the role of “beauty” in “goodness”, and follows the aesthetic guideline of “unity of beauty and goodness”. Art education and its practical activities are the main content of school aesthetic education. The formation mechanism, laws, and characteristics of the sustainable development of school aesthetic education in China are summarized from the perspective of the century-old school aesthetic education policy, which is of theoretical guidance for the study of the future development of school aesthetic education in China.

Under the background of digital transformation of aesthetic education immersion in colleges and universities, the analysis of multiple paths of aesthetic education immersion has become one of the focuses of attention in the academic world. In this paper, we investigated the deficiencies and different paths of aesthetic education immersion in the current process of aesthetic education immersion through questionnaires, and designed an online aesthetic education service system. The designed system has been optimized and improved in terms of service contact points and aesthetic education big data platform construction to enhance students’ experience and teachers’ curriculum design. More than 65% of the students in the experimental group had a positive attitude towards the blended aesthetic education teaching method based on the aesthetic education service system, and 87.22% of the students preferred the blended aesthetic education teaching method. After using the system in this paper, the excellence rate increased by 6.12% and the average grade increased by nearly 10 points.

In the context of educational digital transformation and the Ministry of Education's requirement to build a full-staff, whole-process, all-aspect ideological and political education framework, this study addressed common issues in university aesthetic education—such as lagging teaching effect evaluation and rough learning condition analysis—by exploring the integration of big data technology with ideological and political education in aesthetic courses. Using an empirical approach, it surveyed and analyzed learning behaviors of 2,376 art students from 12 universities nationwide and adopted a three-phase closed-loop model (pre-teaching diagnosis, in-teaching integration, post-teaching optimization). The results indicated that big data lifted the classroom interaction rate by 54%, excellent homework rate by 66.4%, and that 41.7% of students achieved emotional resonance in red-themed art learning; disciplinary differences in value cognition also emerged. The study confirms that big data significantly boosts the effectiveness of ideological and political integration in aesthetic courses, offering practical references for optimizing teaching strategies.

Kruskal algorithm, as a minimum spanning tree optimization analysis algorithm, has been well used in the field of industrial production to find the optimal parameters. In this study, an interactive teaching platform based on Kruskal algorithm is built based on the ecological aesthetic education theory. Secondly, based on multiple internet of things systems, through the analysis of the problems existing in traditional classroom teaching, combined with the characteristics of ecological aesthetic education, the interactive platform can automatically generate more efficient teaching courses and related methods. Finally, this study verifies the reliability and stability of the above platform through experiments and practices. The experimental results show that the application of the theory and method of ecological aesthetic education in the interactive teaching platform based on Kruskal algorithm achieves the combination of traditional classroom teaching and ecological aesthetic education and gives full play to the main role of students in the classroom.

The health and beauty of sports, the body and spirit, the perfect and unified cultural tradition has been an important source of the combination of beauty and beauty. Philosopher Plato first to claim the combination of aesthetic education and sports, that “the movement of the body and the movement of sound has a common rhythm. Therefore, beautification of mind and physical fitness are internal consistent”. The harmonious development of the body and heart pursued by modern school sports is the highest embodiment of sports aesthetic education. The implementation of aesthetic education in college physical education is an important content to promote the individual development of college students and comprehensively implement the quality education training and in-novation talents. Competitive sports can be divided into physical fitness and skills, is particularly pay attention to physical exercise, physical exercise and movement skills, personal competition, competitive or groups, which contains aesthetic thought and aesthetic value are very obvious, and about aesthetic education is often used with the athletic sports education. This paper focuses on the study of two kinds of sports with high aesthetic value. The results of the study showed that: from the physical quality, the cooperative spirit, the aesthetic ability and the innovation ability, the four sides faced the analysis of the aerobics, the aesthetic value weighted 45.3%, and the sports value was 39.0%. It shows that the value of aesthetic education plays a significant role in sports such as aerobics and exercise.

There are two theoretical motivations for proposing this: pedagogy has as one of its main objectives the production of culture and the combat of ideology, as well as aiming to address the crisis of perception and sensitivity among individuals (García, 2008, and García 8: [...]AAE is the education that aims to form subjects With subjectivities that expand perception and openness to a politically and ethically desirable world. The methodological level of this article is descriptive, which will be expanded on another occasion for a deeper analysis. A systematization of the history of public policies in education, the types of regimes, and the history of artistic education in Mexico were carried out, as well as a review of some conceptual keys: democracy, justice, and guarantees, aesthetics, pedagogy, and education. Keywords: democracy, regimes, policies, art education, public schools INTRODUCCIÓN El objetivo general del presente trabajo es contribuir a la reflexión sobre la inserción de la educación estética artística (en adelante FEA) en las discusiones de gestión pública en el contexto del siglo XXI en México.

With the recent proliferation of advanced artificial intelligence (AI) models capable of mimicking human artworks, AI creations might soon replace products of human creativity, although skeptics argue that this outcome is unlikely. One possible reason this may be unlikely is that, independent of the physical properties of art, we place great value on the imbuement of the human experience in art. An interesting question, then, is whether and why people might prefer human-compared to AI-created artworks. To explore these questions, we manipulated the purported creator of pieces of art by randomly assigning a “Human-created” or “AI-created” label to paintings actually created by AI, and then assessed participants’ judgements of the artworks across four rating criteria (Liking, Beauty, Profundity, and Worth). Study 1 found increased positive judgements for human- compared to AI-labelled art across all criteria. Study 2 aimed to replicate and extend Study 1 with additional ratings (Emotion, Story, Meaningful, Effort, and Time to create) intended to elucidate why people more-positively appraise Human-labelled artworks. The main findings from Study 1 were replicated, with narrativity (Story) and perceived effort behind artworks (Effort) moderating the label effects (“Human-created” vs. “AI-created”), but only for the sensory-level judgements (Liking, Beauty). Positive personal attitudes toward AI moderated label effects for more-communicative judgements (Profundity, Worth). These studies demonstrate that people tend to be negatively biased against AI-created artworks relative to purportedly human-created artwork, and suggest that knowledge of human engagement in the artistic process contributes positively to appraisals of art.

The Maker Movement is a community of hobbyists, tinkerers, engineers, hackers, and artists who creatively design and build projects for both playful and useful ends. There is growing interest among educators in bringing making into K-12 education to enhance opportunities to engage in the practices of engineering, specifically, and STEM more broadly. This article describes three elements of the Maker Movement, and associated research needs, necessary to understand its promise for education: 1) digital tools, including rapid prototyping tools and low-cost microcontroller platforms, that characterize many making projects; 2) community infrastructure, including online resources and in-person spaces and events; and 3) the maker mindset, aesthetic principles, and habits of mind that are commonplace within the community. It further outlines how the practices of making align with research on beneficial learning environments.

O presente artigo trata da multifacetada relação entre literatura e educação, em especial entre o gênero poético e suas possibilidades de estímulo, ao mesmo tempo, a um pensamento crítico e a uma experiência emotiva. Argumentamos que, no âmbito da produção literária brasielira contemporânea, a produção poética de Marco Lucchesi revela particularmente apropriada para o desenvolvimento dessa atribuição, revelando, entre outras coisas, a versatilidade estética de sua poesia. This article deals with the multifaceted relationship between literature and education, especially between the poetic genre and its possibilities of stimulating, at the same time, critical thinking and an emotional experience. We argue that, within the scope of contemporary Brazilian literature, Marco Lucchesi´s poetry is particularly appropriate for the development of this attribution, revealing, among other things, the aesthetic versatility of his poetry. Este artículo aborda la multifacética relación entre la literatura y la educación, especialmente entre el género poético y sus posibilidades de estimular, simultáneamente, el pensamiento crítico y la experiencia emocional. Argumentamos que, en el ámbito de la producción literaria brasileña contemporánea, la obra poética de Marco Lucchesi resulta particularmente apropiada para el desarrollo de esta atribución, revelando, entre otras cosas, la versatilidad estética de su poesía.